2013-2014 Unit 4 Week 2
Grade Level 8 Content Social Studies
Document1
Monday
Tuesday
Wednesday
Thursday
Friday
SS8H3 The
student will
analyze the role of
Georgia in the
American
Revolution.
Explain the
immediate and
long-term causes
of the American
Revolution and
their impact on
Georgia; include
the French and
Indian War (Seven
Years War),
Proclamation of
1763, Stamp Act,
Intolerable Acts,
and the
Declaration of
Independence.
SS8H4 The
student will
describe the
impact of events
that led to the
ratification of
the United
States
Constitution and
the Bill of
Rights.
a. Analyze the
strengths and
weaknesses of
both the
Georgia
Constitution of
1777 and the
Articles of
Confederation
and explain how
weaknesses in
the Articles of
Confederation
led to a need to
revise the
Articles.
b. Describe the
role of Georgia
at the
Constitutional
Convention of
1787; include
the role of
Abraham
Baldwin and
William Few,
and reasons
why Georgia
ratified the new
SS8H4 The
student will
describe the
impact of events
that led to the
ratification of
the United States
Constitution and
the Bill of Rights.
a. Analyze the
strengths and
weaknesses of
both the Georgia
Constitution of
1777 and the
Articles of
Confederation
and explain how
weaknesses in
the Articles of
Confederation
led to a need to
revise the
Articles.
b. Describe the
role of Georgia at
the
Constitutional
Convention of
1787; include the
role of Abraham
Baldwin and
William Few, and
reasons why
Georgia ratified
the new
constitution.
SS8H4 The
student will
describe the
impact of
events that led
to the
ratification of
the United
States
Constitution
and the Bill of
Rights.
a. Analyze the
strengths and
weaknesses of
both the
Georgia
Constitution of
1777 and the
Articles of
Confederation
and explain
how
weaknesses in
the Articles of
Confederation
led to a need to
revise the
Articles.
b. Describe the
role of Georgia
at the
Constitutional
Convention of
1787; include
the role of
Abraham
Baldwin and
William Few,
and reasons
SS8H4 The
student will
describe the
impact of
events that led
to the
ratification of
the United
States
Constitution
and the Bill of
Rights.
a. Analyze the
strengths and
weaknesses of
both the
Georgia
Constitution of
1777 and the
Articles of
Confederation
and explain
how
weaknesses in
the Articles of
Confederation
led to a need to
revise the
Articles.
b. Describe the
role of Georgia
at the
Constitutional
Convention of
1787; include
the role of
Abraham
Baldwin and
William Few,
and reasons
2013-2014 Unit 4 Week 2
Grade Level 8 Content Social Studies
constitution.
a) Lesson Title
why Georgia
ratified the
new
constitution.
Foundations of
Government
Foundations of
Government
Foundations of
Government
Foundations of
Government
b) Essential Question How did various
people and events
help cause the
American
Revolution, and
what were the
effects of the
revolution on the
colonies…esp GA?
How did the
strengths and
weaknesses of
the Articles of
Confederation
and the
Constitution of
1777 lead to our
current
Constitution and
Bill of Rights?
How did the
strengths and
weaknesses of
the Articles of
Confederation
and the
Constitution of
1777 lead to our
current
Constitution and
Bill of Rights?
How did
Abraham
Baldwin and
William Few
contribute to
GA’s role at the
Constitutional
Convention?
How did the
strengths and
weaknesses of
the Articles of
Confederation
and the
Constitution of
1777 along
with GA’s role
in the
Constitutional
Convention
lead to our
current
Constitution
and Bill of
Rights?
c) Standards of
Learning
.Students will
retake CA 5 for
mastery or
complete
enrichment
activities for
causes/effects of
Amer. Rev.
Students will
discuss the
challenges of
starting a new
country, and
how the
Founding
Fathers faced
those
challenges.
Students will
discuss the
challenges of
starting a new
country, and how
the Founding
Fathers faced
those challenges.
Students will
discuss the
challenges of
starting a new
country, and
how the
Founding
Fathers faced
those
challenges.
Students will
discuss the
challenges of
starting a new
country, and
how the
Founding
Fathers faced
those
challenges.
d) Content
Vocabulary
French and Indian
War (aka Seven
Years War),
Proclamation of
1763, Stamp Act,
weaknesses of
Georgia’s
Constitution of
1777 and
Articles of
weaknesses of
Georgia’s
Constitution of
1777 and Articles
of Confederation,
Abraham
Baldwin,
William Few,
Constitutional
Convention of
weaknesses of
Georgia’s
Constitution of
1777 and
Articles of
Document1
Causes/Effects of
the American
Revolution
why Georgia
ratified the
new
constitution.
2013-2014 Unit 4 Week 2
Grade Level 8 Content Social Studies
Intolerable Acts,
Declaration of
Independence
(Preamble,
Grievances,
Declaration )
e) Materials/Resourc Common
es Needed
Assessment 5
Reteach/Enrichme
nt activities;
Revolution
Jeopardy
Anticipatory Set
Document1
Today we will be
completing
mastery for CA 5
Confederation,
U.S.
Constitution, Bill
of Rights,
Georgia’s
Constitution
(current)
U.S. Constitution,
Bill of Rights,
Georgia’s
Constitution
(current)
1787,
ratification,
Government in
Georgia,
separation of
power, checks
and balances,
political
parties, Citizens
in Georgia,
rights,
responsibilities,
voting
requirements,
elections
Confederation,
U.S.
Constitution,
Bill of Rights,
Georgia’s
Constitution
(current)
Abraham
Baldwin,
William Few,
Constitutional
Convention of
1787,
ratification,
Government in
Georgia,
separation of
power, checks
and balances,
political
parties, Citizens
in Georgia,
rights,
responsibilities,
voting
requirements,
elections
Articles of
Confederation
Window,
Citizenship
Thinking Map,
Constitution
Convention
Windows Notes,
US Constitution
Tree Map
Articles of
Confederation
Window,
Citizenship
Thinking Map,
Constitution
Convention
Windows Notes,
US Constitution
Tree Map
Articles of
Confederation
Window,
Citizenship
Thinking Map,
Constitution
Convention
Windows
Notes, US
Constitution
Tree Map
Articles of
Confederation
Window,
Citizenship
Thinking Map,
Constitution
Convention
Windows
Notes, US
Constitution
Tree Map
“We have talked Schoolhouse
about some of
Rock—youtube
the challenges
video for
Display copy of “What is the
Bill of Rights;
fairest way to
tell students
decide
2013-2014 Unit 4 Week 2
Grade Level 8 Content Social Studies
Teacher Input: (Model,
Background Knowledge
etc)
Guided Practice: (whole
group, pair and share, elbow
partners, MONITORED
LEARNING & FEEDBACK)
Independent
Practice: (When you
know you know.)
Document1
that creating a
new
government
would present.
Today, we will
discover how
the Founding
Fathers met
those
challenges.”
Constitution…
http://www.yout
ube.com/watch?
v=FzAJyK0ovo8
that the gov’t
assured them
of certain
rights.
anything when
a group of
people will be
affected?”
Teacher will
explain how to
answer questions
from Revolution
Jeopardy.
Review causes
and effects of
Amer.
Rev…focus on
need to develop
new gov’t by the
colonies.
There are 3 parts
to our
government…judi
cial, legislative,
and executive.
Georgia
StoriesAbraham
Baldwin…
http://www.gp
b.org/georgiast
ories/stories/a
braham_baldwi
n
Teacher will
show a current
voter
registration
card and
explain the
importance of
voting as a civic
duty.
Teacher will
review CA 5
information with
those students
who did not pass
the CA w/ at least
a 74%. Students
will answer review
question for
Revolution
Jeopardy.
Complete TChart of Georgia
Constitution of
1777 and
Articles of
Confederation
Strengths/Weak
nesses
3 Basic functions
of governments
to keep it
balanced…3
branches;
Students
Review rights
with students
and have them
list the
numbers of the
original rights
in order of the
importance
that they
perceive and
share with
partner.
Ask students to
discuss with a
partner what
they think
would be the
hardest part of
starting a new
government
from scratch.
Share answers
as a group.
Students will
either work on
enrichment
activity—Tory or
Patriot writing.
CA 5 Retake
first.
Students will
work in their
groups to
complete their
stations for each
of the thinking
maps or window
Students will
continue work in
their groups to
complete their
stations for each
of the thinking
maps or window
graphic
organizers.
Students will
continue work
in their groups
to complete
their stations
for each of the
thinking maps
or window
graphic
Students will
continue work
in their groups
to complete
their stations
for each of the
thinking maps
or window
graphic
2013-2014 Unit 4 Week 2
Grade Level 8 Content Social Studies
graphic
organizers.
Students will
have multiple
stations for
information
including
computer
station,
powerpoint
station, literacy
station, teacher
station, gallery
station, etc.
Students will
have multiple
stations for
information
including
computer
station,
powerpoint
station, literacy
station, teacher
station, gallery
station, etc.
http://teacher.schol
astic.com/scholastic
http://teacher.scho news/indepth/consti
lastic.com/scholasti tution_day/inside/in
cnews/indepth/con dex.asp?article=billo
stitution_day/inside frights;
/index.asp?article= http://www.congres
sforkids.net/Constitu
billofrights;
http://www.congre tion_delegates.htm;
ssforkids.net/Consti http://www.constitu
tution_delegates.ht tionfacts.com/usconstitution-kids/;
m;
http://www.constit http://pbskids.org/z
utionfacts.com/us- oom/fromyou/electi
ons/elections101.ht
constitution-kids/;
http://pbskids.org/z ml
oom/fromyou/elect
ions/elections101.h
tml
Closure/Summarizing*
(multiple summaries
during lesson)
Document1
Pair Share—would Ticket out the
Thumbs Up
you be a Tory or
door— What are
Patriot and why? the 3 branches
of govt?
organizers.
Students will
have multiple
stations for
information
including
computer
station,
powerpoint
station, literacy
station, teacher
station, gallery
station, etc.
organizers.
Students will
have multiple
stations for
information
including
computer
station,
powerpoint
station, literacy
station, teacher
station, gallery
station, etc.
http://teacher.sch
olastic.com/schola
sticnews/indepth/
constitution_day/i
nside/index.asp?ar
ticle=billofrights;
http://www.congr
essforkids.net/Con
stitution_delegate
s.htm;
http://www.consti
tutionfacts.com/us
-constitutionkids/;
http://pbskids.org
/zoom/fromyou/el
ections/elections1
01.html
http://teacher.sch
olastic.com/schola
sticnews/indepth/
constitution_day/i
nside/index.asp?a
rticle=billofrights;
http://www.congr
essforkids.net/Con
stitution_delegate
s.htm;
http://www.consti
tutionfacts.com/u
s-constitutionkids/;
http://pbskids.org
/zoom/fromyou/el
ections/elections1
01.html
Ticket out the
door— list one
strength or
weakness
Pair share—
what would
you have
added to/taken
away from the
constitution?